Topic Exploration Pack
Global challenges Part 1
Instructions and answers for teachers ............................................................................................. 1
Introduction .............................................................................................................................. 2
Additional teacher preparation .................................................. Error! Bookmark not defined.
Learner Activity ............................................................................................................................. 10
Instructions and answers for teachers
These instructions cover the student activity section which can be found on page 10. This Topic
Exploration Pack supports OCR GCSE (9–1) Gateway Science Physics A.
When distributing the activity section to the learners either as a printed copy or as a Word
file you will need to remove the teacher instructions section.
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Mapping to spec level (Learning outcome)
P8.1a - recall typical speeds encountered in everyday experience for wind and sound, and for
walking, running, cycling and other transportation systems
P8.1b - estimate the magnitudes of everyday accelerations
P8.1c - make calculations using ratios and proportional reasoning to convert units and to compute
rates
P8.1d - explain methods of measuring human reaction times and recall typical results
P8.1e - explain the factors which affect the distance required for road transport vehicles to come to
rest in emergencies and the implications for safety
P8.1f - estimate how the distances required for road vehicles to stop in an emergency, varies over
a range of typical speeds
P8.1g - explain the dangers caused by large decelerations
P8.1h - estimate the forces involved in typical situations on a public road
P8.1i - estimate, for everyday road transport, the speed, accelerations and forces involved in large
accelerations
Introduction
In topic P8.1 global challenges learners take their prior knowledge of forces, accelerations and
decelerations and apply it to real life daily situations of vehicles on roads. Learners look at the
science of large decelerations, reaction times and road conditions and how this impacts on the
safety of the vehicle. Learners should be given freedom to research safety features of a vehicle.
This exploration pack will focus on safety and base it on vehicles.
Learners should already be familiar with some concepts from Key Stage 3 such as the basics of
describing forces, forces and motion and the basic understanding of SI units. Learners should
have built on this further in topics P2 - motion, Newton’s law and forces in action.
Learners may have the following misconceptions or difficulties:





Learners may confuse the terms distance and displacement. Make it clear that the distance
an object travels and its displacement are not the same.
Learners may confuse the terms speed and velocity. An object's speed and velocity are not
the same.
Learners may confuse acceleration with speed.
Learners may think a four-wheel drive allows drivers to drive normally in adverse weather
conditions.
Learners may think ABS systems help to reduce stopping distance.
There are many good videos to show which can help learners to grasp a better understanding of
each point. The tasks will focus on these.
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Task 1 - Speeds
As a starter activity for P8.1a and b have a list of different everyday experiences on the board as a
splat. Show learners the speeds for no more than 30 seconds allowing them to absorb as much
information as possible. Provide learners with a list of everyday experiences and the typical
speeds of each all muddled up, get learners to match them up.
Correct answers:
Speed of sound
340.29 m/s
Speed of light
299 792 258 m/s
Speed of wind during hurricane
70 m/s
Average speed of walking
1.4 m/s
Fastest ever-human speed recorded
12.4 m/s
Speed of plane
250 m/s
Speed of fighter jet
761.2 mph
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Extension:
Convert all the units from meters per second to kilometres per hour.
340.29 = 1225.044 km/h
761.2 = 2740.32km/h
299 792 258 = 107 925 212 7.94 km/h
70 = 252 km/h
1.4 = 5.04 km/h
12.4 = 44.64 km/h
250 = 900 km/h
Task 2 – Base units
This task focuses on converting units and builds on from the extension of task 1. It is again a short
activity which could be used as a starter/plenary. There are six base units that learners need to
know for the science GCSE. Learners should link the quantity to its corresponding base unit and
unit symbol.
Correct answers:
Quantity
Unit
Symbol
Temperature
Metre
kg
Current
Kilogram
A
Mass
Second
mol
Time
Ampere
s
Length
Kelvin
K
Amount of substance
Mole
m
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Task 3 – Reaction time practical
The speed of your reactions plays a large part in everyday life. It can have life changing effects as
slower reaction times can have a consequence. None is more so important than when looking at
vehicles and breaking. This activity is a practical task which involves learners measuring their own
reaction times. There are two phases, first phase measuring reaction time using a single ruler then
again with two rulers.
This can be taken further and learners can take caffeine to see if that affects their reaction time.
This can then be linked to drivers being intoxicated, drugged and tired as well as other factors
which will affect their thinking distance. This is a good opportunity for class discussion.
Useful links:
A video which shows reaction in a vehicle:
https://www.youtube.com/watch?v=AY8JiSWOxdo
Reaction time practical method:
http://www.nuffieldfoundation.org/practical-biology/measuring-reaction-time-human-nervecontrolled-reaction
Task 4 – Stopping distance
To introduce P8.1e andf show learners the following video clip which looks at stopping distances at
different speeds. Get learners in pairs to think of two other factors that might affect the stopping
distance. Write it on a post it note and stick it on the board. As a class go over each factor and
see which ones come up more often. Begin to distinguish between breaking and thinking distance.
https://www.youtube.com/watch?v=OG2WCDvX-M8
Alternatively get learners to read the following text and underline using two different colours:
Colour 1 – Underline anything that affects his thinking distance
Colour 2 – Underline anything that affects his breaking distance
‘On a cold icy morning in December, Mick woke up rushing, as he was late for work. He had been
at a party all night where he was dancing and drinking. He was still suffering from the after effects
of the alcohol. This caused him to wake up very tired and in a rush. As he got into his car he sped
off down the road double the normal speed limit oblivious to the icy and wet roads. He turned to
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turn the radio on and before he knew it he was heading for a head on collision with the vehicle in
front. It was too late.’
Task 5 - Safety
This task focuses on P8.1g and enables learners to explore the safety aspects of a vehicle. It can
be used as a homework task but would be recommended as an in-class activity. Learners could be
given the task as a role e.g. trainee health and safety inspectors for a car company etc. The task
involves learners researching the different safety aspects of a vehicle which protects its occupants
and prevent accidents.
Good places to start for information:
http://www.bbc.co.uk/schools/gcsebitesize/science/add_ocr_gateway/forces/crumplezonesrev3.sht
ml
http://www.rd.com/advice/9-car-safety-features-to-look-out-for/
https://www.youtube.com/watch?v=KV2cXxpHa58
http://www.iihs.org/iihs/ratings/crash-avoidance-features
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Task 5a: Preventing Accidents
Complete this diagram to show how each aspect of the vehicle prevents an accident.
Electric windows:
Traction control:
Easier to open/close windows.
Prevents the car from skidding
when accelerating, so driver can
escape from dangerous situation
quickly.
Less distraction for the driver.
Anti-lock braking system (ABS):
Prevent tyres from skidding, which
means vehicle stops more quickly
and driver remains in control.
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Paddle shift controls:
Allows driver to keep both hands on
wheel when changing gears or radio.
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Task 5b: Protecting a passenger
Complete this diagram to show how each aspect of the vehicle prevents an accident.
Seatbelt:
Safety cage:
Collapsible steering
columns:
Holds passengers in
place.
A cage, which
strengthens the cabin
section of the car to
prevent the vehicle from
collapsing when vehicle
turns upside down.
So driver is not injured
when he/she hits the
steering wheel.
Airbags:
Provides a cushioning effect to absorb
the energy, instead of hitting the
dashboard.
Crumple zone:
Car bonnet crumples absorbing
energy allowing passengers to slow
down more gently.
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Topic Exploration Pack
Learner Activity
Task 1 - Speeds
Match the following everyday experiences with its correct speed.
Speed of sound
250 m/s
Speed of light
70 m/s
Speed of wind during hurricane
761.2 mph
Average speed of walking
12.4 m/s
Fastest ever-human speed recorded
1.4 m/s
Speed of plane
299 792 258 m/s
Speed of fighter jet
340.29 m/s
Extension
Convert all the units from meters per second to kilometres per hour.
Hint: multiply number by 18 then divide by 5.
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Task 2 – Base units
Task 2 involves six base units that you need to know for the science GCSE.
Link the quantity to its base unit and the unit symbol.
Quantity
Unit
Symbol
Temperature
Metre
kg
Current
Kilogram
A
Mass
Second
mol
Time
Ampere
s
Length
Kelvin
K
Amount of substance
Mole
m
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Task 3 – Reaction time practical
Task 3 is a practical task which involves you measuring your own reaction times. There are two
phases, first phase measuring reaction time using a single ruler then the second phase with two
rulers.
Phase 1- 1 ruler

Have your partner with their hand over the edge of the table.

Hold the ruler so the 0 cm end is just at your partner’s index finger.

Tell your partner to grab the ruler as fast as possible once it has been
released. No sounds or gestures should be made as you are
releasing the ruler. Record the centimeter mark your partner grabs it.

Repeat the experiment two more times. Then switch places with
your partner and redo it.
Name
Length of ruler before grabbing it (cm)
Attempt 1
Attempt 2
Average
length(cm)
Attempt 3
Who has the best reaction time?
What factors do you think might affect your reaction time?
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Phase 2- 2 rulers

Have your partner with both their hands over the edge of the
table.

This time hold two rulers so the 0 cm end is just at your
partner’s index finger for both hands.

Tell your partner you will only be releasing one of the two
rulers and they must pick the correct one. They must grab the
ruler as fast as possible once it has been released. No sounds
or gestures should be made as you are releasing the ruler.

Tell them not to squeeze both hands only one.

Record the centimeter mark your partner grabs it.

When you are ready randomly decide one ruler to drop. It does not matter which one.

Repeat the experiment two more times. Then switch places with your partner and redo it.
If your partner picks the wrong hand for any attempt it will be classed as 100 cm.
Name
Length of ruler before grabbing it (cm)
Attempt 1
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Attempt 2
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Average
length(cm)
Attempt 3
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Task 4 - Stopping distance
Watch the following video clip which looks at stopping distances at different speeds. In pairs, think
of two other factors that might affect the stopping distance. Write it on a post it note and stick it on
the board. As a class go over each factor and see which ones come up more often. Begin to
distinguish between breaking and thinking distance.
https://www.youtube.com/watch?v=OG2WCDvX-M8
Read the following text and underline using two different colours.
Colour 1 – Underline anything that affects his thinking distance
Colour 2 – Underline anything that affects his breaking distance
‘On a cold icy morning in December, Mick woke up rushing, as he was late for work. He had been
at a party all night where he was dancing and drinking. He was still suffering from the after effects
of the alcohol. This caused him to wake up very tired and in a rush. As he got into his car he sped
off down the road double the normal speed limit oblivious to the icy and wet roads. He turned to
turn the radio on and before he knew it he was heading for a head on collision with the vehicle in
front. It was too late.’
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Task 5 – Safety
Task 5 allows you to explore the safety aspects of a vehicle. The task involves researching
different safety aspects of a vehicle which protects its occupants and prevent accidents. Use the
internet and books to help you complete the relevant spaces below.
Task 5a: Preventing Accidents
Complete this diagram to show how each aspect of the vehicle prevents an accident.
Electric windows:
Traction control:
Anti-lock braking system (ABS):
Paddle shift controls:
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Task 5b: Protecting a passenger
Complete this diagram to show how each aspect of the vehicle prevents an accident.
Seatbelt:
Collapsible steering
columns:
Safety cage:
Airbags:
Crumple zone:
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